Bahasa Inggris SMP KK G Bag 1 Discussion-Texts

GURU PEMBELAJAR
MODUL
Mata Pelajaran Bahasa Inggris
Sekolah Menengah Pertama (SMP)
Kelompok KompetensiG
Profesional :Learning Discussion Texts

Pedagogik : Komunikasi Efektif
Penulis: Fathur Rohim Dkk
Direktorat Jenderal Guru dan Tenaga Kependidikan

Kementerian Pendidikan dan Kebudayaan
Tahun 2016
Penyusun:
1. Fathur Rohim
2. Lasti’ah
3. Does Ichnatun
4. Wahyu Ambarwati
5. Kusriyanto
6. Euis Lesmini
Penelaah:
1. Prof. Emi Emilia

2. Dr. Furaida
Copyright © 2016
Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan
Bahasa, Direktorat Jenderal Guru dan Tenaga Kependidikan
Hak Cipta Dilindungi Undang-Undang

Dilarang mengopi sebagian atau keseluruhan isi buku ini untuk kepentingan
komersial tanpa izin tertulis dari Kementerian Pendidikan dan Kebudayaan.
i
KATA SAMBUTAN
Peran guru profesional dalam proses pembelajaran sangat penting sebagai kunci
keberhasilan belajar siswa. Guru profesional adalah guru yang kompeten
membangun proses pembelajaran yang baik sehingga dapat menghasilkan
pendidikan yang berkualitas. Hal tersebut menjadikan guru sebagai komponen
yang menjadi fokus perhatian pemerintah pusat maupun pemerintah daerah
dalam peningkatan mutu pendidikan terutama menyangkut kompetensi guru.
Pengembangan profesionalitas guru melalui program Guru Pembelajar
merupakan upaya peningkatan kompetensi untuk semua guru. Sejalan dengan
hal tersebut, pemetaan kompetensi guru telah dilakukan melalui uji kompetensi
guru (UKG) untuk kompetensi pedagogik professional pada akhir tahun 2015.
Hasil UKG menunjukkan peta kekuatan dan kelemahan kompetensi guru dalam
penguasaan pengetahuan. Peta kompetensi guru tersebut dikelompokkan
menjadi 10 (sepuluh) kelompok kompetensi. Tindak lanjut pelaksanaan UKG
diwujudkan dalam bentuk pelatihan guru pasca UKG melalui program Guru
Pembelajar. Tujuannya untuk meningkatkan kompetensi guru sebagai agen
perubahan dan sumber belajar utama bagi peserta didik. Program Guru
Pembelajar dilaksanakan melalui pola tatap muka, daring (online), dan kombinasi
(blended) tatap muka dengan online.
Pusat Pengembangan dan Pemberdayaan Pendidikdan Tenaga Kependidikan
(PPPPTK), Lembaga Pengembangan dan Pemberdayaan Pendidikdan Tenaga
Kependidikan Kelautan Perikanan Teknologi Informasi dan Komunikasi (LP3TK
KPTK) dan Lembaga Pengembangan dan Pemberdayaan Kepala Sekolah
(LP2KS) merupakan Unit Pelaksanana Teknis di lingkungan Direktorat Jenderal
Guru dan Tenaga Kependidikan yang bertanggung jawab dalam
mengembangkan perangkat dan melaksanakan peningkatan kompetensi guru
sesuai bidangnya. Adapun perangkat pembelajaran yang dikembangkan tersebut
adalah modul untuk program Guru Pembelajar tatap muka dan daring untuk
semua mata pelajaran dan kelompok kompetensi. Dengan modul ini diharapkan
program Guru Pembelajar memberikan sumbangan yang sangat besar dalam
peningkatan kualitas kompetensi guru.
Mari kita sukseskan program Guru Pembelajar ini untuk mewujudkan Guru Mulia
Karena Karya.
Jakarta, Maret 2016
DirekturJenderal
Guru dan Tenaga Kependidikan,
Sumarna Surapranata, Ph.D.

NIP 195908011985031002
KATA PENGANTAR
Puji dan syukur kami panjatkan ke hadirat Allah SWT atas selesainya Modul
Pendidikan dan Pelatihan (diklat) Guru Pembelajar Bahasa Indonesia SMP dan
SMA, Bahasa Inggris SMP dan SMA, Bahasa Arab SMA, Bahasa Jerman SMA,
Bahasa Perancis SMA, Bahasa Jepang SMA, dan Bahasa Mandarin SMA. Modul
ini merupakan dokumen wajib untuk kegiatan diklat bagi guru pembelajar.
Program diklat guru pembelajar merupakan tindak lanjut dari hasil Uji
Kompetensi Guru (UKG) dan bertujuan meningkatkan kompetensi guru dalam
melaksanakan tugasnya sesuai dengan mata pelajaranyang diampunya.
Sebagai salah satu upaya untuk mendukung keberhasilan suatu program diklat,
Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan
(PPPPTK) Bahasa pada tahun 2015 melaksanakan pengembangan modul yang
berisi materi-materi pembelajaran yang akan dipelajari oleh para peserta selama
mengikuti program diklat tersebut.
Modul diklat guru pembelajar bahasa ini diharapkan dapat menjadi bahan
bacaan wajib bagi para peserta diklat untuk dapat meningkatkan pemahaman
tentang kompetensi pedagogik dan profesional terkait dengan tugas pokok dan
fungsinya.
Saya menyampaikan ucapan terima kasih dan penghargaan yang tinggikepada

para pejabat, widyaiswara di PPPPTK Bahasa, dosen perguruan tinggi, dan guru
yang terlibat di dalam penyusunan modul ini.
Jakarta, Februari2016
Kepala PPPPTK Bahasa,
Dr. Luizah F. Saidi, M.Pd.

NIP 196312191986012002
iii
KOMPETENSI PROFESIONAL
LEARNING DISCUSSION TEXTS
Direktorat Jenderal Guru dan Tenaga Kependidikan

Kementerian Pendidikan dan Kebudayaan
Tahun 2016
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DAFTAR ISI
KataSambutan
Kata Pengantar
DaftarIsi i
Pendahuluan 1
A. Latar Belakang 1
B. Tujuan 1
C. Peta Kompetensi 2
D. Ruang Lingkup 2
E. Cara Penggunaan Modul 2
Kegiatan Pembelajaran 1: 4
Discussion Text 1
A. Tujuan 4
B. Indikator Pencapaian Kompetensi 4
C. Uraian Materi 4
D. Aktivitas Pembelajaran 7
E. Latihan / Kasus/ Tugas 11
F. Rangkuman 17
G. Umpan Balik dan Tindak Lanjut 19
H. Kunci Jawaban 19
Kegiatan Pembelajaran2: 20
DiscussionText2
A. Tujuan 20
i
C. Uraian Materi 20
F. Rangkuman 34
H. Kunci Jawaban 34
Discussion Text 3
A. Tujuan 35
C. Uraian Materi 36
F. Rangkuman 48
H. Kunci Jawaban 49
Language Expression and Modality
A. Tujuan 50
C. Uraian Materi 50
F. Rangkuman 64
H. Kunci Jawaban 65
Penutup 66
Daftar Pustaka 67
iii
PENDAHULUAN
A. Latar Belakang
Pengembangan Keprofesian Berkelanjutan (Continuing Professional

Development) adalah salah satu faktor penentu utama dari peningkatan
kinerja guru dan tenaga kependidikan serta peningkatan prestasi peserta
didik. Pengalaman negara-negara lain menunjukan bahwa partisipasi guru
dan tenaga kependidikan dalam program pengembangan kompetensi yang
searah dengan kondisi pembelajaran dapat meningkatkan kualitas guru dan
tenaga kependidikan secara signifikan.
Untuk melaksanakan kegiatan Guru Pembelajar baik melalui diklat tatap muka
ataupun program diklat E-learning diperlukan modul-modul penunjang.
PPPPTK Bahasa sebagai lembaga pengembangan dan pemberdayaan

tenaga pendidik dan kependidikan yang meyelenggarakan berbagai program
diklat bidang bahasa perlu melengkapi sarana dan prasarana diklat salah
satunya modul atau bahan ajar. Modul ini disusun bersama guru-guru
terseleksi melibatkan perguruan tinggi terbagi ke dalam sepuluh kelompok
kompetensi.
B.Tujuan
Modul ini disusun bertujuan guna mendukung pelaksanaan diklat guru Bahasa
Inggris SMP Kelompok Kompetensi G. Modul ini juga bisa dipergunakan
sebagai bahan bacaan mandiri tanpa kehadiran pengajar dengan
pembahasan yang mudah dipahami. Materi yang dikembangkan mencakup
kajian pedagogik 30% dan kajian profesional 70%. Setelah menguasi modul G
diharapkan mampu meningkatkan kemampuan professional dan
pedagogisnya.
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 1

C. Peta Kompetensi
Kompetensi profesional dalam modul ini mencakup kemampuan sebagai
berikut.
a. Menentukan gambaran umumteks tertulis fungsional berbentuk
discussion
b. Informasi tertentuteks fungsional berbentuk discussion
c. Informasi tersuratteks fungsional berbentuk discussion,
d. Informasi tersirat teks fungsional berbentuk discussion,
e. Menentukan cara pengajarannyateks fungsional berbentuk discussion
f. Menentukan fungsi sosial teksfungsional berbentuk discussion
g. Menentukan struktur teksfungsional berbentuk discussion
h. Menggunakanlanguage features dalam konteks
i. Menggunakan ragam bahasa dengan kepantasan, kesopanan, dan
atau ragam fomal/ informal berdasarkan situasi penggunaan bahasa
tertentu
D. Ruang Lingkup
Untuk mencapai kompetensi yang diharapkan tersebut disusunlah materi
yang harus dipelajari yang dikemas dalam kegiatan pembelajaran. Materi
tersebut meliputi :
a. Discussion text 1
b. Discussion text 2
c. Discussion text 3
d. Language expression and modality
E. Cara menggunakan modul

Modul diklat guru bahasa Inggris kelompok kompetensiG ini mencoba
menguraikan materi yang harus dikuasai oleh guru tidak hanya untuk bahan
mengikuti Uji Kompetensi Guru saja tetapi sebagai bahan ajar untuk
ditransfer kepada peserta didik Anda melalui pendekatan Scientific atau
model pembelajaran lainnya seperti: problem-based learning (PBL), project-
based learning (PjBL), discovery.
2 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G

Selanjutnya agar proses belajar mandiri Anda dapat berjalan dengan efektif,
kiranya perlu Anda cermati petunjuk umum dalam mempelajari materi modul
berikut ini:
1. Bacalah tinjauan modul ini dengan cermat agar Anda memahami betul
ruang lingkup materi (Peta Kompetensi), tujuan, dan manfaat, serta
bagaimana mempelajari modul ini.
2. Bacalah modul ini, pahami benar-benar uraian di tiap kegiatan
pembelajaran. Cermati konsep-konsep penting yang Anda jumpai, beri
tanda khusus untuk menunjukkan bahwa materi dan pernyataan
tersebut penting bagi Anda.
3. Bila Anda menemukan penjelasan yang tidak Anda pahamisebaiknya
Anda catat. Bila Anda berinisiatif membentuk kelompok belajar dengan
teman-teman Anda, Anda dapat mendiskusikannya dalam kelompok.
4. Untuk mengerjakan tugas mandiri (latihan-latihan) yang terdapat di
bagian akhir kegiatan pembelajaran ini, sebaiknya Anda telah
mempelajari materi modul yang lain.

Kegiatan Pembelajaran 1
Discussion Text 1
A. Tujuan
Meningkatkan penguasaan materi, struktur, konsep, dan pola pikir keilmuan
yang mendukung mata pelajaran yang diampu.
B. Indikator Pencapaian Kompetensi

1. Menentukangambaran umumteks tertulis fungsional berbentuk discussion
2. Menentukaninformasi rinci tersurat teks tertulis fungsional berbentuk
discussion
3. Menentukaninformasi tertentu teks tertulis fungsional berbentuk
discussion
4. Menentukaninformasi tersirat teks tertulis fungsional berbentuk discussion
5. Menentukanmakna kata teks tertulis fungsional berbentuk discussion
6. Menentukan coherency dan cohesiveness teks discussion teks tertulis
berbentuk discussion.
7. Menentukan cara pengajaran teks discussion
C. Uraian Materi
1. Definition of Discussion
Discussion is a text which present a problematic discourse. This problem
will be discussed from different viewpoints; the for and against, the
positive and negative, or the good and bad points.
Discussion is commonly found in philosophical, historic, and social text.It
can be in oral or written form.
2. Generic Structure of Discussion

 Issue: -statement

-preview
 Arguments for (supporting points) and against statement (contrasting
points)of differing points of view:
- point or main idea
- ellaboration
 Conclusion or Recommendation: stating the writer' s recommendation
of the discourse
3. Language Features of Discussion

 Focus on generic participant
 Use of material processes (has produced, have developed, to feed)
 Use of relational process (is, could have, cause, are)
 Use of mental process (feel,hope, believe, etc)
 Using additive, contrastive, and causal connection; similarly, on the
hand, however, etc
 Using modalities; must, should, could, may, etc
 Using adverbial of manner; deliberately, hopefully, etc
 Use of comparative: contrastive adn consequential conjunctions
 Reasoning expressed as verbs and nouns (abstraction)
4. Contoh teks Discussion

Perhatikan contoh teks discussion dibawah ini, amatilah generic structure
dan lexico grammatical features dari teks tersebut.

The Advantage and Disadvantage of Nuclear Power
passive voice Nuclear power is generated by using uranium which is

a metal mined in various part of the world. The first large
scale of nuclear power station was opened at Calder Hall
Issue in Cumbria, England in 1956.
Some military ships and submarines have nuclear

power plant for engine. Nuclear power produces around
11% of the world's energy needed, and produces huge
amounts of energy. It cause no pollution as we would get
when burning fossil fuels. The advantages of nuclear
present tense
plant are as follow:
It costs about the same coal, so it is not expansive to
make.
It does not produce smoke or carbon dioxide, so it does
Supporting Point not contribute to the greenhouse effect.
It produces huge amounts of energy from small amount

of uranium.
It produces small amount of waste.
It is reliable.
On the other hand, nuclear power is very, very

contrasting dangerous. It must be sealed up and buried for many
conjunction
years to allow the radioactivity to die away. Furthermore,
Contrasting Point although it is reliable, a lot of money has to be spent on
modality safety because if it does go wrong, a nuclear accident
can be a major accident.
additional
Conclusion
conjunction People are increasingly concerned about this matter. In
or Recomendation the 1990's nuclear power was the fastest growing source
of power in many parts of the world.
Examples of discussion texts include:

 talkback radio
 debates
 current affairs interviews
 letters to the editor
 essays

 newspaper articles
D. Aktifitas Pembelajaran
Aktifitas Pembelajaran 1
Langkah-langkah Pembelajaran:
Kegiatan awal
1. Siswa mengamati video pendek (dari You Tube) tentang bahaya dan
keuntungan nuklir.
2. Bersama teman, siswa mendiskusikan bahaya dan keuntungan nuklir
dari video.
3. Membahas kosakata baru terkait materi bacaan.
Kegiatan inti
1. Siswa membaca teks dan mengidentifikasi Generic structure dan
Lexico Grammatical Features teks Discussion.
2. Siswa menjawab pertanyaan tentang isi bacaan. Sesuai dengan tujuan
pembelajaran, pertanyaan bacaan meliputi:
 gambaran umum teks
 informasi tertentu
 tujuan komunikatif
 informasi rinci
 coherency dan cohesiveness
Pada kegiatan ini, guru dapat menggunakan berbagai teknik dan
media atau alat peraga yang dapat membantu siswa dalam memahami
teks. Misalnya: gambar peristiwa, video pendek,
3. Siswa membuat paragraf berbentuk Discusion dengan cara
mengurutkan paragraf acak.
Kegiatan Akhir
1. Siswa merangkum apa yang telah dipelajari.
2. Siswa membuat daftar kemungkinan pendapat yang pro dan kontra
terhadap suatu topik.
3. Siswa membuat teks sederhana discussion.
Aktifitas Pembelajaran 2

Silakan anda cermati contoh teks discussion di bawah ini kemudian silakan
anda kerjakan tugasnya.
1. Tuliskan bagian-bagian paragraf di bawah ini sesuai generic structure-nya!
Generic Structure Aktifitas Pembelajaran
Issue Two students were discussing the

school's new rule that all the students
must wear a cap and a tie
Supporting Point One of them showed her annoyance. She

said that wearing a cap and a tie was only
suitable for a flag rising ceremony. So,
she was against the rule.
Contrasting Point Contrary to the girl's opinion, the other

student was glad with it. He said that he
didn't mind with the new rule because
wearing a cap and a tie will make the
students look great and like real educated
persons.
Contrasting Point The first student gave the reasons that

they would feel uncomfortable and hot.
Moreover, the classrooms were not air
conditioned. The second said it wasn't a
big problem.
Conclusion He was sure that the students would wear

or them proudly. They would surely be used
Recomendation to it any way.
2. Analisislah bacaan di atas. Carilah kata/frasa/kalimat yang menunjukkan:

 generic participant
 material processes
 relational process
 mental process

 additive,
 contrastive
 causal connection
 modalities
 adverbial of manner
Cara Mengajarkan teks

Table 6.g.1: Cara mengajarkan teks
Pendekatan Saintifik Kegiatan Belajar

Mengamati Anda dapat menayangkan video orang yag sedang
berdebat. Mintalah siswa untuk mengamati topik
yang diperdebatkan beserta argumen yang
disampaikan. Mintalah siswa untuk mencatat hal-
hal yang penting.
Menanya Doronglah siswa untuk mengajukan pertanyaan
seputar topik yang diperdebatkan. Diskusikan
jawabannya.
Mengumpulkan Informasi Mintalah siswa untuk berkelompok mendiskusikan
beberapa bacaan discussion dan membuat tabel
kesimpulan
Mengasosiasi Mintalah siswa untuk membandingkan
Hasil diskusi kelompoknya dengan kelompok lain
Mengomunikasikan Mintalah siswa untuk berpasangan
memperdebatkan suatu topic, siswa yang satu
menjadi pihak yang pro dan yang lainnya menjadi
pihak yang kontra.
E. Latihan/Kasus/Tugas
Choose the best answer by crossing either A, B, C, D, or E.
Text 1
Beggars have become a big problem for us today. They come as street musicians,
street boys, "sick" people, "lost" people, or just beggars. As their number is
getting bigger, the municipal government feels the need to set a regulation to ban
beggars. Many people support this.

They say that begging makes people lazy and bad survivors. They are
like parasites. Criminals take advantage of their existence. Car drivers are strong-
armed in crossroads, motorbikes are seized, trucks are hijacked, etc. A man in
a rural area takes them to the city with his truck in the morning and pick them
up in the afternoon. They have made an agreement to share what they get. Some
children are reported to have been kidnapped not for ransom. They are forced to
be beggars.
Some people, however, say that we must help beggars. They become
beggars because they have no choice. What they get everyday is only enough
for buying food. Being a beggar is better than being a thief or a robber. So it is a
high time to apply their religious teaching to care for others. In addition, what
they do is to help the government to check crime-rates.
Despite the controversy of their existence, beggars continue to color the life
of urban people.
1. Where are beggars mostly found?

A. In cities.
B. In rural areas.
C. In small towns.
D. In country sides.
E. In small villages.
2. Why do some people disagree to help beggars?

A. They are rich.
B. They are not criminals.
C. They are mostly villagers.
D. They are lazy and bad survivors.
E. They only make use of their time.
3. What does the writer think about the man who transports beggars from
their villages to the city?
A. He is generous.
B. He is exploitative.

C. He is very helpful.
D. He is their protector.
E. He is doing business.
Text 2
GM foods have called ”Frankenfoods”after the scientist in Mary Shelley’s novel
Frankenstein. In the book, Frankenstein creates a monster that turns against him and his
family. Off all the things genetic engineering can do, GM (genetically modified ) foods
Are probably the most talked about GM foods could help and end hunger around the
word, but many people worry about now safe they are.
The GM foods people eat have all been tested for safety. Millions of people have already
eaten GM foods. For example, to make GM tomatoes, some tomatoes have had their
genes altered to stop them from going soft while they are growing. For several years they
were widely sold in tomato paste.
However, many people protest against GM foods. They often imagine GM foods are
weird combinations of different species although in fact, the foods usually look exactly like
normal foods. The are still afraid that the food could be bad for them in ways they do not
yet understand.
Due to the controversies, many shops have stopped selling them.
Adopted from: Anna Claybourne, Introdution to genes 7 DNA, London, Us borne

Publishing Ltd, 2003
4. Why do people protest against DM foods?

A. They are not safe for health.
B. They have uninteresting forms.
C. They imagine GM foods as weird combination of different species.
D. GM foods have heir genes to remain fresh.
E. They have not been tasted for safety.
5. What is the main idea of paragraph three?

A. Arguments pros GM foods
B. Arguments against GM foods
C. The consequence of the pros and cons of GM foods
D. The advantage of GM foods
E. Another name of GM foods
6. “....while they are growing”. ( Paragraph 2)

The underlined word refers to ......
A. The genes
B. The foods
C. The people
D. The tomatoes
E. Another name of GM tomatoe
Text 3
Most people agree that the family planning programme is desirable for the good
of family and society. But individuals and religious groups differ sharply on the
methods of birth control that they consider moral and acceptable.
Couples that practice birth control do so for various reasons. They may want to
limit or space their children, or to have no children at all. Young couples often
postpone having children so that both partners can work full-time. Other couples
space their children so they can give each as much attention as possible. Some
women are advised by their doctor to avoid pregnancy for health reasons. In
many countries with rapidly growing populations, the government encourages
couples to limit the number of their families.
Even thought birth control has gained in acceptance, opposition to the practice
iscontinuous. Some people fear that birth control encourages sexual outside
marriage or that government might impose birth control. Some religious groups
oppose birth control on moral grounds.
Some religious groups teach that artificial methods of birth control are
immoral because they separate the purposes of intercourse in marriage-conjugal
love and the procreation of children. Although they oppose all artificial birth

control, they consider natural family planning to be acceptable.
7. Some religious groups refuse to use … birth control because of moral values.
A. home-made
B. man-made
C. natural
D. original
E. high quality
8. Paragraph two tells us about …

A. the government’s encouragement for happy family.
B. the reasons why a woman avoids to have baby.
C. the reasons why couples do birth control.
D. the postponement to having children.
E. the small and big families.
9. We learn from the text that …

A. all couple want to limit their children.
B. most couples want to postpone giving birth.
C. people space children to give them less attention.
D. not everybody agrees with the birth control methods.
E. women avoid being pregnant because of economic problems.
Text 4
Male chauvinism (men's believe in male superiority) extends even into the area of
automobile driving, it seems. They believe that they are far better drivers than
women. Men consider women drivers incompetent, inattentive and even
dangerous behind the wheel.
However, statistics prove that women are, in fact, safer drivers than men. For
example, insurance rates for women are 20 percent than they are for men.
Another proof is that more accidents are caused by male drivers between the

ages of 18 and 25 than by any other groups. Also the greater percentage of
accident involving death is caused by men. Although women are criticized for
being too cautious, they are really just being safe drivers.
The reason for women driver's safer habits can perhaps be found in the differing
attitudes of sexes toward automobiles as a convenience, like a washing machine.
On the other hand, men regard the automobile as an extension of their egos.
Using it as a weapon when they feel particularly aggressive or using it as a status
symbol.
In all, women are safer drivers because of their attitude. Men can learn to
become safe drivers if they adopt the attitude that an automobile is merely a
convenience.
10. The text is about ….

A. Road accidents
B. Women attitude towards automobile
C. Male superiority in automobile driving
D. A comparison between men and women drivers
E. Statistics about the number of road accidents
11. In term of car accidents, the statistics proves that car accidents caused by ….
A. men are higher than those of women
B. men are lower than that of women
C. men are as high as that of women
D. women are equal to that of men
E. women are the same as that of men
12. Which of the following you don’t agree with about men drivers?
A. They are safe and careful drivers.
B. They cause more accidents than women.
C. They consider themselves to be competent drivers.
D. They feel that using a car shows status of symbol.
E. They regard automobiles as an extension of their egos.

13. We can understand from the text that ….
A. men always criticize women for their bad driving attitude
B. women show their egos by aggressive driving
C. the statistic shows women drive the car carelessly
D. young women drivers get many accidents
E. men underestimate women
14. “Men consider women drivers incompetent, inattentive, and even dangerous
behind the wheel. (Paragraph 1)The underlined word means ….
A. Intent
B. Furious
C. Watchful
D. Careless
E. Indiscipline
Text 5
The government has decided to submit the draft of the bill against pornography
and pornographic acts. The bill states that anyone engaging in pornography is
punishable by law. This includes public acts such as spouses kissing and people
sunbathing in bikini or swimwear. As a consequence, the bill causes controversy.
The government argues that the bill is made to protect women’s right. Women
have so far been the object of exploitation in mass media and this only gives
more benefits to the owner of the business.

Woman activists, on the other hand, argue that the bill will limit women’s freedom.
They believe the bill will dictate what women should wear and on how to dress
and behave. If they fail following the rule they will get penalties between Rp50
million and Rp1 billion.
Nevertheless, I do support the bill against pornography and pornographic acts. I

believe that the bill can decrease the rampant pornography shown or written in
mass media that gives bad effects on young generations.

15. What is the purpose of the text?
A. to persuade people that the bill against pornography is necessary
B. to describe the bill against pornography and pornographic
C. to present two points on of view about the bill against pornography
D. to explain the process involved in the draft-making of the bill against
pornography
E. to inform the reader about the bill against pornography
16. Why did woman activists object to the bill?

A. because it protects women from exploitation
B. because the freedom of women will be limited
C. because women will get more benefits
D. because women cannot wear sexy clothes
E. because the bill will give bad effect on young generation
17.What is the first paragraph called?

A. Issue
B. Orientation
C. Argument
D. Preview
E. conclusion
18. “I believe that the bill can decrease the rampant pornography…”

The synonym of the underlined word is …..
A. dangerous
B. irritating
C. circulating
D. uncontrolled
E. few
F. Rangkuman

Discussion
(a) Tujuan Komunikatif Teks:

Mengetengahkan suatu masalah (isu) yang ditinjau minimal dari 2 (dua) sudut
pandang sebelum sampai pada suatu kesimpulan atau rekomendasi.
(b) Struktur Teks/Generic structure

 Isu: (statement of issue and Preview)
 Pendapat yang mendukung:
 Gagasan Pokok 1,
 Elaborasi (uraian),
 Gagasan Pokok 2,
 Elaborasi (uraian).
 Pendapat yang menentang:(Statement of various viewpoints)
 Gagasan Pokok,
 Elaborasi (uraian),
 Kesimpulan.(conclusion or recomendation)
(c) Ciri Kebahasaan teks discussion menggunakan:

 general nouns untuk menyatakan kategori, misalnya uniforms, alcohol,
dsb,
 relating verbs untuk memberi informasi tentang isu yang didiskusikan,
misalnya smoking is harmful, dsb.
 thinking verbs untuk mengungkapkan pandangan pribadi penulis,
misalnya feel, believe, hope, dsb.
 additives, contrastives dan causal connectives untuk menghubungkan
argumen, misalnya similarly, on the hand, however, dsb.
 detailed noun groups untuk memberikan informasi secara padu, misalnya
the dumping of unwanted kittens, dsb.
 modalities, seperti perhaps, must, should, should have been, could be,
dsb.
 adverbials of maner, misalnya deliberately, hopefully, dsb.

G. Umpan Balik dan Tindak Lanjut
Sebagai umpan balik, silakan Anda jawab pertanyaan-pertanyaan di bawah

ini.
Apakah Anda telah dapat memahami cara:
1. Menentukan gambaran umum teks tertulis fungsional berbentuk

discussion?
2. Menentukan informasi rinci tersurat teks tertulis fungsional berbentuk
discussion?
3. Menentukan informasi tertentu teks tertulis fungsional berbentuk
discussion?
4. Menentukan informasi tersirat teks tertulis fungsional berbentuk
discussion?
5. Menentukan makna kata teks tertulis fungsional berbentuk discussion?
berbentuk discussion?
7. Menentukan cara pengajaran teks discussion?
H. Kunci Jawaban
Latihan
1. A 9. D 17.A
2. D 10.D 18.D
3. B 11.A

4. C 12.A
5. B 13.E
6. D 14.D
7. B 15.C
8. C 16.B
Discussion Text 2
A. Tujuan
Setelah menyelesaikan Kegiatan Pembelajaran ini peserta mampumeningkatkan
penguasaan materi, struktur, konsep, dan pola pikir keilmuan yang mendukung
mata pelajaran yang diampu

1. Menentukan gambaran umum teks tertulis fungsional berbentuk
discussion
2. Menentukan informasi rinci tersurat teks tertulis fungsional berbentuk
discussion
3. Menentukan informasi tertentu teks tertulis fungsional berbentuk
discussion
4. Menentukan informasi tersirat teks tertulis fungsional berbentuk
discussion
5. Menentukan makna kata teks tertulis fungsional berbentuk discussion
berbentuk discussion
7. Menentukan cara pengajaran teks discussion
C. Uraian Materi

Discussion is a text which present a problematic discourse. This problem will be
discussed from different viewpoints. Discussion is commonly found in
philosophical, historic, and social text. The generic structure of discussion text is
listed below.
 Statement of issue; stating the issue which is to discussed
 List of supporting points; presenting the point in in supporting the
presented issue
 List of contrastive point; presenting other points which disagree to the
supporting point
 Recommendation; stating the writer’ recommendation of the discourse
Language Feature of Discussion
 Introducing category or generic participant
 Using thinking verb; feel, hope, believe, etc
 Using additive, contrastive, and causal connection; similarly, on the hand,
however, etc
 Using modalities; must, should, could, may, etc
 Using adverbial of manner; deliberately, hopefully, etc
Take a look of the following examples.
First example:
Tabel 6.4 Discussion
Homework
I have been wondering if homework is

Issue necessary.
I think we should have homework because it

Statemen helps us to learn and revise our work.
t of issue Homework helps people who aren’t very smart to
and remember what they have learned. Homework is
Preview really good because it helps with our education.
Statemen But, many times, doing homework is not a great

t of idea. I think we shouldn’t have homework

because I like to go out after school to a
restaurant or the movies. Sometimes homework
various is boring and not important.
viewpoint I think homework is bad because I like to play
s and discuss things with my family.
Second example:
The Advantage and Disadvantage of Nuclear Power
Nuclear power is generated by using uranium which is a metal mined in

various part of the world. The first large scale of nuclear power station was
opened at Calder Hall in Cumbria, England in 1956.
Some military ships and submarines have nuclear power plant for engine.
Nuclear power produces around 11% of the world’s energy needed, and
produces huge amounts of energy. It cause no pollution as we would get when
burning fossil fuels. The advantages of nuclear plant are as follow:
 It costs about the same coal, so it is not expansive to make.
 It does not produce smoke or carbon dioxide, so it does not contribute to
the greenhouse effect.
 It produces huge amounts of energy from small amount of uranium.
 It produces small amount of waste.
 It is reliable.
On the other hand, nuclear power is very, very dangerous. It must be
sealed up and buried for many years to allow the radioactivity to die away.
Furthermore, although it is reliable, a lot of money has to be spent on safety
because if it does go wrong, a nuclear accident ca be a major accident.
People are increasingly concerned about this matter. In the 1990’s nuclear
power was the fastest growing source of power in many parts of the world.
Note on the Generic Structure of Discussion Text

Discussion is a process to find the meet point between two different ideas. It is
important to to get the understanding between the two differences. In many social
activities, discussion is the effective way to calm down any friction and difference
in thought, perception and recommendation.
This example of discussion text present the two poles, between the advantage
and disadvantage of using nuclear plant to fulfill the energy needed. It is a case
which need to be talked and discussed from two points. They are represented in
the generic structure which is used:
Stating the Issue: In the first paragraph, it is stated that using nuclear power can
be the choice in fulfilling the needed energy.
Supporting Point: In the second paragraph, it is presented the advantages of

nuclear power plant to be used as the source of the world’s energy needed
Contrastive Point: The third paragraph shows the balance. It gives the
contradictory idea in using nuclear power plant as the resource of energy.
Recommendation: This text is ended with a similar recommendation on how
people should concern in the matter of nuclear energy.
Third example:
Hunting Fox
Foxhunting is a subject that provokes very strong feelings. Many people believe
that it is cruel to hunt a fox with dogs and totally agree with its ban.
Many farmer and even conservationists, however, have always argue that the fox
is a pest which attacks livestock and must be controlled.
(Taken from: www.bbc.co.uk)
Generic Structure Analysis
Stating the issue; hunting fox.
Supporting point; farmers and conservationists agree to hunt fox because they
attack livestok.

Contrastive point; many people disagree hunting fox with dog because it is
cruel.
Recommendation; Do not be cruel in hunting fox just control it in safe way.
Language Feature Analysis
Introducing category participant; farmer, conservationists.
Using thinking verb; believe.
Using connectives;
Using modalities; must, always
There are several ways to deliver discussion text to students as follows.

 In the beginning of the meeting, teacher gives a brainstorming concern to
discussion test through questions and students are hoped to answer
them.
 Teacher gives several example of discussion text.
 Teacher divides students into groups.
 Teacher gives task to do.
 Students are asked to present their task result in front of the classroom.
 Teacher guides the discussion forum.
 Teacher gives test concern to the material.
 Teacher gives a project of writing a discussion text in group form.
D. Aktivitas Pembelajaran
Tabel 6.5 Aktifitas Pembelajaran
Tahap Kegiatan Pembelajaran
No.
Pembelajaran Fasilitator Peserta
Memberi kesempatan
kepada peserta Mengamati materi
1. Mengamati
mengamati paparan yang ada di modul.
materi yang ada di modul.
2. Mempertanyakan Mendorong peserta Menanya hal-hal

yang belum
menanyakan hal-hal yang dipahami kepada
belum dipahami. teman dan
fasilitator.
Fasilitator memberi
kesempatan kepada para Peserta
Menemukan peserta untuk menggali mengerjakan tugas
3.
informasi mengerjakan tugas menganalisis teks
menganalisis teks discussion
discussion
Mencocokkan
Membantu peserta
tugas bersama
4. Mengasosiasi mengelabaorasi hasil
peserta lain dan
pekerjaan/tugas.
fasilitator.
Memberi kesempatan Mempublikasikan
5. Mempublikasi peserta mempublikasi hasil pekerjaan
hasil pembelajaran. pada topik ini.
E. Latihan/Kasus/Tugas
Text 1
Family Planning
Most people agree that the family planning program is desirable for the good of
family and society. But individuals and religious groups differ sharply on the methods of
birth control that they consider oral and acceptable.
Couples that practice birth control do so for various reasons. They may want to
limit or space their children, or to have no children at all. Young couples often postpone
having children so that both partners can work full-time. Other couples space their
children so they can give each as much attention as possible. Some women are advised
by their doctor to avoid pregnancy for health reasons. In many countries with rapidly
growing populations, the government encourages couples to limit the number of their
families.
Even thought birth control has gained in acceptance, opposition to the practice
is continuous. Some people fear that birth control encourages sexual outside marriage
or that government might impose birth control. Some religious groups oppose birth
control on moral grounds.

Some religious groups teach that artificial methods of birth control are immoral
because they separate the purposes of intercourse in marriage-conjugal love and the
procreation of children. Although they oppose all artificial birth control, they consider
natural family planning to be acceptable.
1. Some religious groups refuse to use … birth control because of moral values.
a. home-made
b. man-made
c. natural
d. original
e. high quality
2. Paragraph two tells us about …

a. the government’s encouragement for happy family
b. the reasons why a woman avoids to have baby
c. the reasons why couples do birth control
d. the postponement to having children
e. the small and big families
3. We learn from the text that …

a. all couple want to limit their children
b. most couples want to postpone giving birth
c. people space children to give them less attention
d. not everybody agrees with the birth control methods
e. women avoid being pregnant because of economic problems.
Soal Ujian Nasional (UN) 2012/2013
Text 2
1. Balancing High School and Part-Time Work
You have to consider a number of factors when deciding whether or not to

get a job. The important thing is to arm yourself with as much information as
possible, so you can figure out what choice makes the most sense for you.

If you are considering working part-time, schedule a meeting with your
school counselor to discuss this move. Talk to your counselor about why you
want to work and what type of position you’re seeking. Simply explaining your
goals to someone else can help you make decisions and figure out your priorities.
Schoolwork, including homework and studying for tests, should always be

your top priority. “The activities and courses students choose vary considerably,
so it’s important for young people to keep their individual situations clearly in
mind,” says Brad McGowan, director of the Career Centre at Newton North High
School in Massachusetts. Further, McGowan cautions students who do decide to
work: “If you are rushing through your assignment or not studying enough for
tests because of work, it’s time to cut back or quit and find a less time-consuming
job.” He adds, “Students should always let their employers know what their time
limits are.” If you are being pressured to work more hours than you can handle,
you need to find a new place to work. You also need to make sure that a job
won’t prevent you from getting enough rest.
Adapted from: http://www.collegeboard.com
4. What should a student do first when considering working part time?

a. Schedule a meeting with the employer of the job.
b. Discuss with the school counselor.
c. Schedule a meeting with the school principal.
d. Discuss with your friends
e. Schedule a meeting and discuss with the class.
5. What does Brad McGowan do?

a. Brad McGowan is a student who takes part time job
b. Brad McGowan is the director of the Career Centre at Newton North
High School
c. Brad McGowan is the school counselor of Newton North High School in
Massachusetts.
d. Brad McGowan is the employer of some students at Newton North High
School

e. Brad McGowan is the principal at Newton North High School in
Massachusetts.
6. “If you are rushing through your assignment or not studying enough for tests
because of work, it’s time to cut back or quit and find a less time-consuming
job.” (paragraph 3)
What does the word “it” in refers to?
a. Student
b. individual situation
c. young people
d. to keep to individual situations clearly in mind
e. to keep to individual situations clearly in mind is important.
7. What does Brad McGowan suggest when students don’t have enough time
to study?
a. Quit and find a less time-consuming job
b. Talk to the employer
c. Discuss with the school counselor
d. Keep doing both working while studying
e. Sue the employer for the compensation
Text 3
The government has decided to submit the draft of the bill against
pornography and pornographic acts. The bill states that anyone engaging in
pornography is punishable by law. This includes public acts such as spouses,
kissing, and people sunbathing in bikini or swimwear. As a consequence, the bill
causes controversy.
The government argues that the bill is made to protect women’s right.
Women have so far been the object of exploitation in mass media and this only
gives more benefits to the owner of the business.
Woman activists, on the other hand, argue that the bill will limit women’s
freedom. They believe the bill will dictate what women should wear and on how to

dress and behave. If they fail following the rule they will get penalties between
Rp50 million and Rp1 billion.
Nevertheless, I do support the bill against pornography and pornographic
acts. I believe that the bill can decrease the rampant pornography shown or
written in mass media that gives bad effects on young generations.
8. What is the purpose of the text?

a. to persuade people that the bill against pornography is necessary
b. to describe the bill against pornography and pornographic
c. to present two points on of view about the bill against pornography
d. to explain the process involved in the draft-making of the bill against
pornography
e. to inform the reader about the bill against pornography
9. Why did woman activists object to the bill?

a. because it protects women from exploitation
b. because the freedom of women will be limited
c. because women will get more benefits
d. because women cannot wear sexy clothes
e. because the bill will give bad effect on young generation
10. What is the first paragraph called?

a. Issue
b. Orientation
c. Argument
d. Preview
e. Conclusion
11. “I believe that the bill can decrease the rampant pornography…”

The synonym of the underlined word is …..
a. Dangerous
b. Irritating
c. Circulating
d. Uncontrolled

e. few
Text 4
Many young people have difficulty deciding where they will live when the
time comes to leave home and make their own way in the world. Among the more
common alternatives are sharing a house or flat with other young people, and
finding full board and lodgings in someone else's home.
Renting a house with other young people offers the advantage of a high
degree of freedom and independence. On the down side, renting involves a
variety of responsibilities that may be more than you wish to take on. This would
mean you would be responsible for making large rental payments if one or more
of the people you are sharing with should move out of the house or flat. It might
also mean that you are held financially responsible if they damage the dwelling.
Finding board and lodgings, on the other hand, has significant

advantages. Generally you have no responsibility for the cleaning or maintenance
of the dwelling or its gardens, other than to take reasonable care of your room.
However, living in board and lodging circumstances has its drawbacks too. You
have less freedom and flexibility in your lifestyle.
In the end, the decision each person makes will depend on their own
personal valuing of independence and of convenience, as well as their feeling of
readiness for taking on the considerable financial and other responsibilities of
house or flat rental.
12. The text mainly discusses about …
a. sharing a house
b. cleaning a house
c. deciding where to live
d. renting a house
e. finding full board

13. “Finding board and lodgings, on the other hand, has significant
advantages.”
The underlined word means …
a. gained position
b. rooms rented to live
c. supply of materials
d. work of cutting down trees
e. ability to convince
14. The writer’s purpose of writing the text is …

a. to present two points of view about deciding where to live
b. to persuade readers to rent a house with other young people
c. to describe how to decide to find a rented house
d. to inform readers how to decide where to live
e. to explain how to find board and lodgings
Text 5
What do you think about home schooling? Do you think it's a good idea
concerning socialization and all? Believed to be first introduced in
the U.S. decades ago, home schooling is now mushrooming in the country. This
phenomenon seems to be in response to the fact that children's rights are
sidelined in the arena of formal education. As an alternative education system,
home schooling could become a popular choice for children of school age
Home schooling provides kids with educational opportunities that
traditional public schooling has not provided. It offers a refreshing system by
which students are encouraged to be creative and express themselves. Students
will discover the thrill and sense of accomplishment that self-initiated learning can
bring.
On the other hand, some people believe that home schooling can be
inefficient and expensive. Students’ social life is, indeed, something to be
concerned about in home schooling education. Most school districts make

sincere attempts to keep their home schooled students active participants in the
social, athletic, and extracurricular life of the school.
It is strongly recommended that parents contact home schooling resource
that may be able to put them in touch with kids who have gone through home
schooling and those who are currently being home schooled. Talking with them
would be a great way for parents to make a more informed decision about their
kids’ education.
15. The text mainly discusses about …
a. kids’ education
b. students’ socialization problem
c.education problem
d. an alternative education system
e. popular public schooling
16. What does the writer suggest that parents do before making decision to
provide home schooling for their kids?
a. It's a good idea concerning socialization and all.
b. Parents provide home schooling for their children.
c.Public schooling education offers refreshment system.
d. Parents seek home schooling resource’s information.
e. Parents always keep their home schooled kids active.
17. “… parents contact home schooling resource that may be able to put
them in touch with kids who have gone through home schooling”.
The underlined phrase means ….
a. connected
b. informed
c. known
d. hang out
e. concerned

Text 6
THE ISSUE OF POLYGAMY
Polygamy has still become an actual topic to discuss. People reacts this
issue in different opinions.
Today in the 21st Century polygamy persists and is legally permitted in
Muslim majority Indonesia. The 1974 Marriage Act in Article 3 states that a
husband may have up to four wives on condition that the wife consents.
Further Article 5 cites three instances where a husband may practise
polygamy: the wife is unable to execute the obligation of a wife; the wife has
acquired a bodily handicap or incurable disease; the wife is unable to bear
children.
Woman’s rights advocates reject this provision of the law as it works
against women. They perceive the conditions that allow a husband to practise
polygamy are from perspective of the husband’s interests.
Islam allows a man to have up to four wives in the context of caring for
orphans, and it emphasizes that the women must be treated equally. If the man is
unable to do this, the man may only have one wife. The Koran does not issue a
recommendation or a command to commit polygamy.
Thus the principle marriage in Islam is monogamy, not polygamy. Because
of this polygamy should be banned.
18. From the text we infer that …

a. Polygamy can be accepted by all people.
b. Polygamy is the women’s rights.
c. All religions let men do polygamy.
d. Men are let perform polygamy by strict requirements.
e. Indonesian laws ban polygamy.
19. What makes most women disagree with Polygamy?

a. the husband’s unequal treatment
b. the husband’s interest
c. the husband’s attention
d. the money condition
e. the daily needs fulfilment

20. Husbands are let practise polygamy when … , except …
a. his wife approves it
b. his wife refuses it
c. his wife cannot give birth to a child
d. his wife suffers from incurable diseases
e. his wife cannot perform her obligation
F. Rangkuman
Discussion is a text that which explores two different main ideas. It presents in
pro and contra ways. Discussion is commonly found in philosophical, historic, and
social text. The generic structure of discussion text is listed below.
 Statement of issue; stating the issue which is to discussed
 List of supporting points; presenting the point in in supporting the
presented issue
 List of contrastive point; presenting other points which disagree to the
supporting point
 Recommendation; stating the writer’ recommendation of the discourse
G. Umpan Balik dan Tidak Lanjut

In order to get the depth understanding of discussion text, teacher should have a
compilation of discussion text with the exercises. It can ease teacher in preparing
classroom material.
H. Kunci Jawaban
1. B 11. D
2. C 12. A
3. D 13. B
4. B 14. A
5. B 15. C
6. E 16. D
7. A 17. A
8. C 18. D
9. B 19. A
10. A 20. B
Discussion Text Type 3
Pada mata Diklat Peserta diklat mempelajari text type khususnya yang berbentuk
teks Discussion dengan berbagai aspek yang berhubungan dengan teks
tersebut.
A. Tujuan
Peserta diklat mampu meningkatkan pengetahuan tentang berbagai
aspek kebahasaan dalam bahasa Inggris (linguistik, wacana,
sosiolinguistik dan strategis) dengan baik

Peserta diklat mampu:
 Menentukan tujuan komunikatif teks tertulis berbentuk discussion

 Menentukan informasi tertentu teks tertulis berbentuk discussion
 Menentukan makna kata teks tertulis berbentuk discussion
 Menentukan teks Discussion yang tepat sesuai konteks yang
diberikan.
 Menentukan gambaran umum teks tertulis fungsional berbentuk
discussion
 Menentukaninformasi rinci tersurat teks tertulis fungsional
berbentuk discussion
 Menentukan pikiran utama paragraf tertentu teks tertulis
fungsional berbentuk discussion
 Menentukan coherency dan cohesiveness teks discussion
 Menentukan cara pengajaran teks tertulis berbentuk discussion.
C. Uraian Materi

Anda mendiskusikan keterangan bagaimana menentukan hal hal dibawah
ini:
MAIN IDEA, MAIN TOPIC, AND MAIN PURPOSE QUESTIONS
The first point we are going to see is an overview question about the main
idea, main topic, or main purpose of a passage. Main idea questions ask
you to identify the most important thought in the passage.
Sample Questions:
1. What is the main idea of the passage?

2. The primary idea of the passage is ….
3. Which of the following best summarizes the author’s idea?
When there is not a single, readily identified main idea, main topic
questions may be asked. These ask you what the passage is generally
“about”.
Sample questions:
1. The main topic of the passage is ….

2. What does the passage mainly discuss?
3. The passage is primarily concerned with….
Main purpose questions ask why an author wrote a passage. The answer
choices for these questions usually begin with infinitives.
Sample questions:
1. The author’s purpose in writing is ….

2. What is the author’s main purpose in the passage?
3. The main point of this passage is ….
4. Why did the author write the passage?
The correct answers for main idea, main topic, and main purpose questions
correctly summarize the main points of the passage; they must be more

general than any of the supporting ideas or details, but not too general when
they include ideas outside the scope of the passages.
Distractors for this type of question have one of these characteristics:
1. They are too specific.

2. They are too general.
3. They are incorrect according to the passage.
4. They are irrelevant (unrelated) to the main idea of the passage.
If you are not sure of the answer for one of the questions, go back and quickly
scan the passage. You can usually infer the main idea, main topic, or main
purpose of the entire passage from an understanding of the main ideas of the
paragraphs that make up the passage and the relationship between them.
FACTUAL /TEXT-BASED QUESTIONS
Factual questions ask about explicit facts and details given in the passage.
They often contain one of the wh-question words: who, what, when, where,
why, how much, and so on.
Factual questions often begin with the phrases” According to the passage, …”
or “According to the author….” When you see these phrases, you know that
the information needed to answer the question is directly stated somewhere
in the passage (unlike answers for inference questions).
To answer factual questions, you have to locate and identify the information
that the question asks about. If you are not sure from your first reading where
to look for specific answers use the following scanning techniques:
1. Focus on one or two key words as you read the stem of each question.
Look these words in your mind.
2. Scan the passage looking for the key words or their synonyms. Look only
for these words. Do NOT try to read every word of the passage.

3. It may help to use the eraser end of your pencil as a pointer to focus your
attention. Don’t reread the passage completely_just look for these words.
4. When you find the key words in the passage, carefully read the sentence
in which they occur. You may have to read the sentence preceding or
following that sentence as well.
5. Compare the information you read with the four answer choices.
The order or detail questions about a passage almost always follows the
order in which ideas are presented in the passage. In other words, the
information you need to answer the first detail question will usually come near
the beginning of the passage; the information for the second will follow that,
and so on. Knowing this should help you locate the information you need.
INFERENCE QUESTIONS
The answers to these questions are not directly provided in the passage
you must “read between the lines”. In other words, you must make
conclusions based indirectly on information in the passage.
Inference questions may be phrased in a number of ways. Many of these

questions contain some form of the words infer or imply.
Sample questions:
1. Which of the following can be inferred from the passage?

2. It can be inferred from the passage that…
3. The author implies that….
4. Which of the following does the passage imply?
5. Which of the following would be the most reasonable guess about….?
6. The author suggests that…
7. It is probable that…
REFERENCE QUESTIONS

Reference questions ask what noun (called the referent) a pronoun or some
other expression refers to. The correct answer is NOT always the noun that is
closest to the pronoun in the passage. Incorrect choices are usually other
nouns that appear in the passage. If you are unable to decide immediately
which answer is correct, substitute the choices for the word that is being
asked about. Which one is the most logical substitute?
In general, reference questions tend to be the easiest type of reading

question.
Sample questions:
1. The word “them” in line 4 refers to….

2. To which of the following does the word “these” in line 5 refer?
3. The phrase “another type” in line 7 is a reference to another type of….
4. The word “this” in line 9 refers to….
5. What does the word “its” in line 11 refer to?
Sedangkan bagaimana teks Discussion terbentuk adalah berdasarkan

struktur yang dimiliki sebagai berikut:
SOCIAL FUNCTION
To present (at least) two points of view about an issue.
GENERIC STRUCTURE
 Issue
 Argument for
• Point(s)
• Elaboration(s)
 Argument Against
• Point(s)
• Elaboration(s)
 Conclusion
LEXICOGRAMMATICAL FEATURES
 Focus on Generic Human and Generic Non-human Participants

 Use of
• Material Processes, e.g. has produced, have developed, to feed
• Relational Processes, e.g. is, could have, cause, are
• Mental Processes, e.g. feel
 Use of Comparative: Contrastive and Consequential Conjunction
 Reasoning expressed as verbs and noun (abstraction)
D. Aktifitas Pembelajaran
1. Diskusikan pernyataan berikut ini:
What is the characteristic of question related to
 MAIN IDEA, MAIN TOPIC, AND MAIN PURPOSE

 FACTUAL /TEXT-BASED
 INFERENCE
 REFERENCE
2. Diskusikan pernyataan berikut ini:

Discussion text appears most typically in two particular situation. What
are they?
The first is where an issue divides public opinion; that is, most people hold a
firm opinion either for or against a particular idea or course of action
What is the social function of Discussion text?
To present (at least) two points of view about an issue.
How is Discussion text structured?
Issue
Argument for
• Point(s)
• Elaboration(s)
Argument Against
• Point(s)
• Elaboration(s)
Conclusion
3. Perhatikan bagaimana teks Discussion dapat disajikan dengan
menggunakan Pendekatan Saintifik bisa juga disisipi dengan model

Pembeajaran yang lain seperti misalnya: Model Discovery Learning,
Model Problem Based-Learning atau Model Project Based- Learning
a. Lakukan dengan Pendekatan saintifik/pendekatan berbasis proses
keilmuan merupakan pengorganisasian pengalaman belajar dengan
urutan logis meliputi proses pembelajaran:
1. mengamati;
2. menanya;
3. mengumpulkan informasi/mencoba;
4. menalar/mengasosiasi; dan
5. mengomunikasikan.
b. Bisa menggabungkan dengan Model Discovery Learning dengan
langkah langkah sebagai berikut:
 Stimulation (stimulasi/pemberian rangsangan)
Pertama-tama pada tahap ini pelajar dihadapkan pada sesuatu
yang menimbulkan kebingungannya, kemudian dilanjutkan untuk
tidak memberi generalisasi, agar timbul keinginan untuk
menyelidiki sendiri. Disamping itu guru dapat memulai kegiatan
PBM dengan mengajukan pertanyaan, anjuran membaca buku,
dan aktivitas belajar lainnya yang mengarah pada persiapan
pemecahan masalah. Stimulasi pada tahap ini berfungsi untuk
menyediakan kondisi interaksi belajar yang dapat
mengembangkan dan membantu siswa dalam mengeksplorasi
bahan.
 Problem statement (pernyataan/ identifikasi masalah)
Setelah dilakukan stimulasi langkah selanjutya adalah guru
memberi kesempatan kepada siswa untuk mengidentifikasi
sebanyak mungkin agenda-agenda masalah yang relevan
dengan bahan pelajaran, kemudian salah satunya dipilih dan
dirumuskan dalam bentuk hipotesis (jawaban sementara atas
pertanyaan masalah)
 Data collection (Pengumpulan Data)

Ketika eksplorasi berlangsung guru juga memberi kesempatan
kepada para siswa untuk mengumpulkan informasi sebanyak-

banyaknya yang relevan untuk membuktikan benar atau tidaknya
hipotesis. Pada tahap ini berfungsi untuk menjawab pertanyaan
atau membuktikan benar tidaknya hipotesis, dengan demikian
anak didik diberi kesempatan untuk mengumpulkan (collection)
berbagai informasi yang relevan, membaca literatur, mengamati
objek, wawancara dengan nara sumber, melakukan uji coba
sendiri dan sebagainya.
 Data Processing (Pengolahan Data)
Pengolahan data merupakan kegiatan mengolah data dan
informasi yang telah diperoleh para siswa baik melalui
wawancara, observasi, dan sebagainya, lalu ditafsirkan. Semua
informai hasil bacaan, wawancara, observasi, dan sebagainya,
semuanya diolah, diacak, diklasifikasikan, ditabulasi, bahkan bila
perlu dihitung dengan cara tertentu serta ditafsirkan pada tingkat
kepercayaan tertentu
 Verification (Pembuktian)
Pada tahap ini siswa melakukan pemeriksaan secara cermat
untuk membuktikan benar atau tidaknya hipotesis yang
ditetapkan tadi dengan temuan alternatif, dihubungkan dengan
hasil data processing. Verification menurut Bruner, bertujuan
agar proses belajar akan berjalan dengan baik dan kreatif jika
guru memberikan kesempatan kepada siswa untuk menemukan
suatu konsep, teori, aturan atau pemahaman melalui contoh-
contoh yang ia jumpai dalam kehidupannya.
 Generalization (menarik kesimpulan/generalisasi)
Tahap generalisasi/ menarik kesimpulan adalah proses menarik
sebuah kesimpulan yang dapat dijadikan prinsip umum dan
berlaku untuk semua kejadian atau masalah yang sama, dengan
memperhatikan hasil verifikasi. Berdasarkan hasil verifikasi
maka dirumuskan prinsip-prinsip yang mendasari generalisasi
c. Bisa juga digabung dengan Model Problem based learning dengan
langkah langkah sebagai berikut:
 Orientasi Peserta didik kepada Masalah /Konsep Dasar
(Basic Concept)
Fasilitator memberikan konsep dasar, petunjuk, referensi, atau
link dan skill yang diperlukan dalam pembelajaran tersebut. Hal
ini dimaksudkan agar peserta didik lebih cepat masuk dalam
atmosfer pembelajaran dan mendapatkan ‘peta’ yang akurat
tentang arah dan tujuan pembelajaran
 Mengasosiasikan Peserta didik /Pendefinisian Masalah
(Defining the Problem)
Dalam langkah ini fasilitator menyampaikan skenario atau
permasalahan dan peserta didik melakukan berbagai kegiatan
brainstorming dan semua anggota kelompok mengungkapkan
pendapat, ide, dan tanggapan terhadap skenario secara bebas,
sehingga dimungkinkan muncul berbagai macam alternatif
pendapat
 Membimbing Penyelidikan Individu dan Kelompok
Pembelajaran Mandiri (Self Learning)
Peserta didik mencari berbagai sumber yang dapat memperjelas
isu yang sedang diinvestigasi. Sumber yang dimaksud dapat
dalam bentuk artikel tertulis yang tersimpan di perpustakaan,
halaman web, atau bahkan pakar dalam bidang yang relevan.
Tahap investigasi memiliki dua tujuan utama, yaitu: (1) agar
peserta didik mencari informasi dan mengembangkan
pemahaman yang relevan dengan permasalahan yang telah
didiskusikan di kelas, dan (2) informasi dikumpulkan dengan satu
tujuan yaitu dipresentasikan di kelas dan informasi tersebut
haruslah relevan dan dapat dipahami.
 Mengembangkan dan Menyajikan hasil Karya / Pertukaran
Pengetahuan (Exchange Knowledge)
Setelah mendapatkan sumber untuk keperluan pendalaman
materi dalam langkah pembelajaran mandiri, selanjutnya pada
pertemuan berikutnya peserta didik berdiskusi dalam
kelompoknya untuk mengklarifikasi capaiannya dan merumuskan
solusi dari permasalahan kelompok. Pertukaran pengetahuan ini
dapat dilakukan dengan cara peserrta didik berkumpul sesuai
kelompok dan fasilitatornya.

 Menganalisa dan Mengevaluasi Proses Pemecahan Masalah
Anda dapat melakukan evaluasi hasil belajar tentang materi yang
telah dipelajari /meminta kelompok presentasi hasil kerja
d. Kemungkinan lain digabung dengan Project Based Learning/
Pembelajaran Berbasis Proyek dengan langkah-langkah sebagai
berikut:
 Penentuan Pertanyaan Mendasar
Anda menyiapkan penugasan proyek pembelajaran dengan
memformulasikan pertanyaan pertanyaan
 Mendesain Perencanaan Proyek
Proyek pengembangan dapat anda sepakati dengan peserta
didik tentang format dan kedalaman serta poin-poin yang akan
dinilai
 Menyusun Jadwal
Dalam diskusi kelompok peserta didik anda bimbing bagaimana
menyelesaikan tugas hingga selesai. Sementara peserta didik
mendiskusikan strategi pelaksanaan proyek misal:
Siapa melakukan apa
Tanggal-tanggal proses melaksanakan penyelesaian proyek
Peserta didik dari masing-masing kelompok bisa berbagi dan
menjelaskan mengapa memilih strategi penyelesaian kegiatan
tersebut
 Memonitor Peserta didik dan Kemajuan Proyek
Anda memonitor aktivitas peserta didik selama menyelesaikan
proyek dengan menanyakan kemajuan penyelesaian proyek dan
hambatan yang dihadapi. Anda dapat melakukannya di kelas
pada pertemuan-pertemuan dalam rentang tanggal penyelesaian
proyek tersebut. Anda bisa membuka helpdesk secara on-line
(media sosial. E-mail atau messanger ) bila memang ada fasilitas
tersebut
 Menguji Hasil
Setelah menyelesaikan penegrjaan proyek, peserta didik dalam
kelompok menyajikan hasil didepan kelas dan menempel

hasilnya di mading kelas atau sekolah atau dofoto dan diup-load
dihalaman media sosial untuk mendapatkan
impanbalik(feedback) dan komentar (comment). Buat penyajian
semenarik mungkin sehingga peserta didik merasa senang
menyelesaikan proyek ini
 Mengevaluasi Pengalaman
Bimbing peserta didik merefleksikan proses penyelesaian tugas
untuk mendapatkan masukan yang konstruktif. Refleksi ini dapat
didokumentasi dalam jurnal belajar
E. Latihan/Kasus/Tugas.
Latihan 1
Reading: Read the following text.
May divorce mean happier lives for the children?
You see, divorce changes childhood- but not necessarily for the
worse. Why? Because many children from broken homes go on establish
loving relationships with both their parents.
It is difficult for children to be party to any ongoing dispute between
parents.
One child spoke of the “Bermuda Triangle” – the mythical space
between the homes of her parents into which socks and schoolbooks, games
kit and pencil sharpeners, always seemed to disappear. Another child
complained bitterly that one mother refused to let her on the weekends she
spent with her dad. They hated being told secrets and carrying messages to
and fro between their parents. Worrying about how the kids will be affected by
divorce often leads parents into crooked thinking.
What matters is overcoming and dealing with those difficulties. In
life we are always going to face difficulties and that we should never have
problems is not a good way at looking at childhood.

Rather than wringing their hands about the harmful effects of
splitting up, parents can be positive and look at strategies for dealing with
problems that might arise. As a proof, a lot of parents that we interviewed
stayed together longer than they should have done though they were so
worried about the effect of divorce on their time thinking that any kind of
adolescent rebellion was because of the divorce
Do you know what we are saying? Well, young people can strive under these
circumstances. And that it’s the quality of the relationships that matter.
Divorce might be a whole lot better than a really grim family situation. And
children can often be extraordinarily happy and contented after their parents
divorce.
(taken from School Based Curriculum Students English Module For S H S – Xii )
Write your answer based on the following questions.
a) What do you think the writer wants in writing this kind of text?
b) Why does he/she state the first paragraph?
c) Is there any relationship between paragraph 2 and paragraph 3? What is
it?
d) How about paragraph 4 and 5?
e) What does the writer want to say in the last paragraph?
Latihan 2
Observe the reading text above and match the words with the given
synonym of the following words
A B
a. Establish 1. Set up

2. Heated discussion
b. Refuse 3. Fade away
4. Reject
c. Disappear 5. Divide
d. Extraordinari 6. Influnced
ly 7. Sharing out
e. Rebellion 8. Revolt
9. Struggle
f. Affected
10. Amazingly
g. Strive
h. Split
i. Dealing
j. Dispute
Latihan 3
Let’s talk about DIVORCE. Give your opinion to the following

questions:
1.Do you agree if our parents should get divorced?

2.Can you give your reasons why you agree or disagree?
3.Before you give your answer, make a list of your reasons in a piece of paper!
4.Do you think that the children with their divorced parents will always be broken
home?
5.Why or why not?
F. Rangkuman
1. Main idea questions

These kind of questions ask the reader to identify the most
important thought in the passage.
2. Main topic questions
Theyusually ask you what the passage is generally “about”.
3. Main purpose questions
They oftenly ask why an author wrote a passage. The answer
choices for these questions usually begin with infinitives.
The correct answers for main idea, main topic, and main purpose
questions correctly summarize the main points of the passage; they
must be more general than any of the supporting ideas or details,
but not too general when they include ideas outside the scope of the
passages.
4. Factual questions
Factual questions ask about explicit facts and details given in the
passage. They often contain one of the wh-question words: who,
what, when, where, why, how much, and so on.
Factual questions often begin with the phrases” According to the
passage, …” or “According to the author….” When you see these
phrases, you know that the information needed to answer the
question is directly stated somewhere in the passage (unlike
answers for inference questions).
6. Inference questions
These questions are not directly provided in the passage. Readers
must “read between the lines”. In other words, you must make
conclusions based indirectly on information in the passage.
7. Factual questions.
To answer factual questions, you have to locate and identify the
information that the question asks about. If you are not sure from
your first reading where to look for specific answers use the
following scanning techniques.
8. Reference questions ask what noun (called the referent), a pronoun
or some other expression refers to. The correct answer is NOT
always the noun that is closest to the pronoun in the passage.
Incorrect choices are usually other nouns that appear in the

passage. If you are unable to decide immediately which answer is
correct, substitute the choices for the word that is being asked
about.
G. Umpan Balik dan Tindak Lanjut.

In order to get the deeper understanding of discussion text in this level,
teacher should have a compilation of discussion text with the
exercises. Besides, knowinghe shouldIt can ease teacher in preparing
classroom material.
H. Kunci Jawaban
Latihan 1
Any correct answer is accepted.
Latihan 2
a. Set up
b. Reject
c. Fade away
d. Amazingly
e. Revolt
f. Influenced
g. Struggle
h. Divide
i. Heated discussion
Latihan 3
Any correct answer is accepted.
Language Expression and Modality
A. Tujuan

Peserta dapat meningkatkan penguasaan materi, struktur, konsep, dan
pola pikir keilmuan yang mendukung mata pelajaran yang diampu.
1. Menggunakan ragam bahasa dengan kepantasan, kesopanan, dan
atau ragam fomal/ informal berdasarkan situasi penggunaan bahasa
tertentu
2. Menetukan modality yang tepat sesuai konteks
C. Uraian Materi
Sesuai maknanya functional language adalah kemampuan memahami
bahasa sesuai dengan fungsinya. Functional language dalam
pemakaiannya disesuaikan dengan fungsinya. Sebagai contoh; “If I were
you…” atau “my suggestion is…” digunakan dalam giving advice
(memberikan nasehat). Sementara “it was my fault” atau “please forgive
me” digunakan dalam apologizing (permintaan maaf).
Functional language dalam komunikasi antara lain berfungsi sebagai

berikut:
a. Expressing request, permission, and offer (permohonan, izin, dan
penawaran)
b. Expressing sympathy (rasa ikut bersedih)
c. Expressing prohibition (larangan)
d. Expressing invitation(mengundang), accepting (menerima) dan
declining (menolak)
e. Expressing suggestion/recommendation/advice
f. Expressing frustration or annoyance
g. Expressing unfulfilled or unrealized actions or events
Masih banyak ungkapan lain yang bisa digunakan. Anda dapat mencari
ungkapan-ungkapan tersebut dengan membaca beberapa teori tentang
hal itu dari sumber-sumber yang lain.
Contoh:

1. Expressing greeting
Ungkapan greeting biasa dipakai jika bertemu dengan seseorang baik

yang sudah dikenal sebelumnya atau yang baru pertama bertemu.
Beberapa contoh ungkapan yang bisa dipakai antara lain;
 Hi, can I help you?
 Hello, how are you doing?
 Good morning, good afternoon, good evening.
 Hi, it is nice to see you here.
2. Expressing Request (permohonan)
Dalam kehidupan sehari-hari, Anda tidak pernah lepas dari campur

tangan orang lain. Mengingat Anda tidak hidup sendirian dan tidak akan
mungkin dapat melakukan segala sesuatu sendirian, maka Anda
memerlukan bantuan orang lain. Ungkapan-ungkapan yang dipakai untuk
melibatkan orang lain dalam kehidupan sangat penting untuk diketahui.
Anda dapat memperhatikan contoh-contoh dibawah ini;
 Can you help me?
 Would you please ……..for me?
 Could you do me a favor?
 Could you ……?
 Would you mind …?
 Is it alright if I use this pen?
Waiter : Can I take your order, Sir?

Mr.X : Haddock and chips for me, please.
Waiter : May I take your order, Sir?
Mr. N : Yes, I’d like to try the steak, please.
Perhatikan table berikut untuk mempelajari kata-kata yang mempunyai

fungsi hampir sama.
Polite Can/Could/May/Might  Could I get a price list,

request please?
Can/Could/Would
 Would you drop off the

flowers tomorrow, please
Permission May/Might/Can/Could  May I use your computer,
(Asking for permission) please?
May/Can/Can’t/Could  You can attend Mr. Tom’s

(Giving or refusing lecture even if you don’t
permission) like his subject.
Offers Can/Could (statement)  I could help you translate
your paper if you’re
having trouble making it.
May/Can/Could  May I drive you home

(Question) after the meeting/
Adapted from The Advanced Grammar Book 295
Berikut ini contoh lain yang ungkapan yang lazim digunakan untuk
menawarkan sesuatu kepada orang lain;
 Would you like some coffee?
 What can I do for you?
 What would you like to have for dinner?
 Do you need a hand?
Catatan khusus
Request
Dalam hal request perlu diperhatikan siapa yang melakukan tindakan atas
suatu permohonan.
May close the door?

Can I close the door?
May I close the door? The speaker closes the door.
Would you mind if I closed the door?
(Never use would I for a request.
Could you close the door?

Can you close the door? The listener closes the door.
Would you close the door?
Would you mind closing the door?
3. Expressing Sympathy
Ungkapan sympathy ini digunakan dalam situasi ketika orang lain tertimpa
musibah atau mendapat hal yang tidak menyenangkan.
 Oh, I am sorry to hear that.

 That’s too bad.
 How poor.
 Oh sorry about it.
Contoh;
A : Hi, why are you in hurry?
B : I have to go home now.
A : Why? What’s going on?
B : I got a call that my grandma is sick and we have to go to hometown.
A : Oh, I’m sorry to hear that. I hope your grandma will be okay soon.
B : Thanks.
4. Expressing Prohibition
Untuk tujuan melarang atau menyarankan untuk tidak melakukan

sesuatu, Anda dapat menggunakan kalimat larangan.
 Don’t do that!
 Keep silent!

 Would you please not smoke here?
 I’m afraid not!
 No you can’t
5. Expressing invitation
Ketika Anda ingin mengundang seseorang kesuatu acara maka
sebaiknya Anda juga menyebutkan nama, acara, jam, dan tempat serta
pernyataan ‘mengundang’.
 I want to celebrate my birthday party tomorrow at 7 in my house,
would you like to come?
 There is an important seminar on IT at Graha Hall at 8 in the morning.
Do you want to come with me
 The movie “The Boy in the Stripped Pijamas” will be released in
cinemas tonight, would you like to come with me there?
Contoh
Ludi Invites Maya to go to a Movie
Ludi : Hi, Maya. There will be a great film tonight. It’s about vampire.
Would you like to go to the movie with me?
Maya : Yes, I’d like to very much. When will you pick me up?
Ludi : I’ll pick you at 7.00. Be ready, OK!
Maya : Alright.
6. Accepting an Invitation
Untuk menerima suatu undangan Anda dapat menggunakan ungkapan
yang ada pada contoh dibawah ini;
 That’s a good idea.
 I’d love to. What time shall we go?
 That sounds nice.

 Okay, I’ll go with you
 That’s great. I can’t wait to go
Contoh:
Indra : Hi, Anya. Have you seen The Conjuring movie?

Anya : Hi, Indra. I have not seen that movie. Why?
Indra : Would you like to see The Conjuring movie with me tonight?
Anya : Unfortunately. I can’t because I am scared horror movie.
Indra : Okay if you are scared horror movie. Shall we come to fireworks party
in the downtown?
Anya : When it happen?
Indra : Tonight, dear. How?
Anya : Really?
Indra : Yeah, if you can.
Anya : With pleasure, Ndra. I like fireworks very much.
Indra : Okay, I will pick you up at 8 pm.
Anya : Thank you, Ndra.
7. Declining an Invitation
Jika Anda ingin menolak suatu undangan jangan lupa untuk memberikan
alasan
 That’s sound good, but I have another thing to do tonight.
 I’m sorry I can’t. I have to stay at home for my parents out of town.
 I’d love to but I don’t like it.
Contoh
Tika : Hi, Mit.
Mita : Hi, Tika. What’s up?
Tika : By the way, are you free next Saturday?
Mita : I think so. What’s going on?

Tika : I have a plan to visit my grandmother in Malang for a day and I
don’t have a friend to chat in the journey. How would you like to
join me?
Mita : That sounds nice. But I have to ask my parents for permission.
Tika : That’s good then. Okay, I’ll wait the news from you
tonight.Bye…bye…
Mita : Bye…
8. Expressing suggestion/advice
Berikut ini adalah contoh ungkapan-ungkapan yang dipakai untuk

memeberikan saran:
 You should see a doctor.

 You ought to go to school earlier.
 You had better leave after the rain stops.
 You should lock the door before leaving home.
 You should reconsider before you choose such an expensive
wedding ring.
9. Expressing frustration or annoyance
Untuk mengungkapkan rasa frustrasi atau kebencian atas suatu

permasalahan, Anda dapat menggunakan modal seperti: has to/had to,
must, would atau would have to. Berikut ini adalah contoh-contoh
ungkapan yang dapat Anda gunakan:
 They had to lower the tax deduction for married couples, didn’t they?
 Must the media print every detail about the lives of the rich and
famous?
 You would show up at this party!
 The teacher would have to announce my engagement to class.
 Of course, since we’re having he reception outside, it has to rain.
10. Modality

Dari contoh-contoh ungkapan diatas Anda dapat mengenali penggunaan
modal.
Di antaranya adalah;
 Can
 Will
 Must
 Shall
 Can’t
 Would
 Could
Untuk menunjukkan tingkat kesopanan dalam berbahasa modal yang sering
dipakai adalah (could dan would). Pembahasan tentang modal itu sendiri secara
detail dapat Anda pelajari di bab Grammar Usage.
Berikut adalah contoh-contoh dialog dengan bentuk modal di dalamnya
Dialog 1
A: Will I meet your family?

B: No. They won’t be here this week.
A: When can I meet them?
B: Next week.
A: I can’t meet them next week.
B: Why not?
A: I must be in New York next week.
Dialog 2
A: What do you think I ought to see in London first?

B: Well, historical places, I think. You should go to Westminster Abbey, and if
you can, go to the Houses of Parliament and the National Gallery.
A: And what about the British Museum? I was told one ought to see it.

B: I suppose you must go there. There you can find masterpieces of the world’s
best artists.
A: How can I get to the centre?
B: I think you can go by steamer down the Thames from Westminster to Tower
Bridge. That’s a very pleasant way to travel, and you can see London bridges
and quite a number of buildings on the way.
Dialog 3
A: Excuse me. Could you tell me where South Street is, please?

B: Take the second turning on the left and then ask again.
A: Is it far?
B: No, you can walk it under ten minutes.
A: Thanks very much.
B: It’s a pleasure.
Dialog 4
A: Excuse me, please. Could you tell me how to get to the town centre?
B: First right, second left. You can’t miss it.
A: Thank you.
B: That’s OK.
Dialog 5
A: Does this bus go to the station?
B: No, you’ll have to get off at the bank, and take 178.
A: Can you tell me where to get off?
B: It’s the next stop.
Dialog 6
A: Is this the right bus for the Town Hall?
B: No, you should have caught a 12. Get off at the bridge and get one there.
A: Could you tell me when we get there?
B: It’s the next stop but one.

Dialog 7
A: Let’s go shopping. I have got quite a number of things to buy, and I believe
I can getthem all in this shop. You see, I ought to buy a present for my friend.
She has invited me to her birthday. What shall we look at first?
B: Gloves, I think. They must be on the ground floor. Yes, here we are, and I can
see just the kind I want.
A: Well, that didn’t take us long, now let’s go up by the escalator to the third floor.
B: We’ll just take a quick look around to see if there is anything we could take
back as presents for the family.
A: I like these books, and do you? Shall we ask how much they are?
B: I want to get a comb and some hair clips. Where do you think I can
find them?
A: Oh, you must go to the haberdashery department. That’s on a lower floor,
I believe. We’ll get them on our way out.
B: How do you like those white shoes just over there, on the right?
A: I like them very much, indeed. They are perfect for summer wear.
B: Do you think they’re my size? They look just about right.
A: You should try them on.
D. AktifitasPembelajaran
Dalam modul ini peserta mempelajari ulasan teori tentang language
expression dengan tujuan peserta dapat menggunakannya dalam berbagai
situasi sesuai konteks sebagai ukuran dari indicator pencapaian dalam
modul ini.
Dari ulasan teori tersebut diharapkan juga peserta mampu menjawab
pertanyaan-pertanyaan terkait dengan apa yang sudah dipelajari
sebelumnya
E. Latihan/Tugas/Kasus
The following exercises refer to the previous theory of language expressions
given.
Exercise 1

1. Mention the various kinds of language expressions known beyond the
laguage expressions you learned in this section!
2. Give example in the form of dialog the language expression you found!
3. Read carefully the following dialogs:
Dialog 1
Amin : Another piece of cherry pie?
Budi : No, thanks. I’m on a diet.
Amin : Please, do. You’ve hardly eaten anything.
Budi : It’s delicious, but I don’t think I ought to.
Answer the following questions based on dialog 1
a. The expressions used on dialog 1 are ...
b. Write Modal Verbs found on dialog 1 above!
Dialog 2
Asti : Can Tom go out to lunch?
Bimo : No, he can’t.
Asti : Why can’t he go to lunch?
Bimo : He must go to the doctor.
Asti : The doctor? Is he sick?
Bimo : No. He must get a physical
Answer the following questions based on dialog 2

a. The expressions used on dialog 1 are ...
b. Write Modal Verbs found on dialog 1 above!
Exercise2
Choose the right answer by crossing (X) A, B, C, D, or E!
1. Inta : Hi, Ndra. What’s your result for the English test?
Indra : Not too bad. I got 90.
Intan: What! You said it is not bad. It’s really good mark you know. Well
done guys.
In the underline sentence above Intan shows her expressions of…
A. congratulation.

B. unbelieve.
C. surprise.
D. believe.
E. shock.
2. Irham: Hi. I heard that you’ve been accepted in one of the best school in
town
Yuli : Yeah, that’s right. It makes me so nervous before. But, I’m relief
now.
Irham: Congratulation on that.
Yuli : Thanks anyway.
The underline phrase in the dialogue shows the expression of…
A. compliment. C. agreement. E. surprise.
B. congratulation. D. like.
3. Isfa : Congratulation, Vika! You’re really the best Javanese dancer.

Vika : No, not at all. I just want to share what I know.
The underlined expression means that Vika….
A. can’t deny that D. wanted to say that Isfa was wrong
B. didn’t believe Isfa E. really wished to become a good
C. agreed with Isfa dancer
4. Suci : Hey you look nice with that dress.

Ami : Thanks. I made it by myself.
Suci: Really. What a wonderful dress. You are such a talented tailor
The underlined sentence in the dialogue above shows the expression of…
A. like D. giving attention C. Complement
B. gratitude E. Pleasure
5. Bintang : Sorry, I came late.

Firda : You look pale. What’s the matter with you?
Bintang : My head is a little bit dizzy.

Firda : That’s bad. I’m sorry for asking you to come. Should I take you
to see a doctor?
Bintang :________________________
The suitable expression to complete the dialogue is …

A. Sorry, I can’t.
B. Thanks for your help.
C. Are you sure about it?
D. That’s a terrible thing.
E. No, thanks. I’ll be just fine.
6. Mirna : What’s wrong with you? You look unhappy today.

Sinta : I lost my purse this morning.
Mirna : Oh, how awful! I’m sorry to hear that.
The underlined sentence shows the expression of …
A. gratitude. D. giving attention.
B. congratulation. E. disappointment.
C. compliment.
7. Son : Dad, I will join football competition next week, but I’m so nervous.
Father: Take it easy son. I believe you can handle it. You have good ability
in football.
The underlined utterance shows that his father ….
A. giving encouragement D. asking suggestion
B. warning his son E. giving opinion
C. praising his son
The following text is used to answer no. 8, 9, and 10

School
I think children should go to school. It is a place where they can learn,

make friends and have fun.
If they don’t go to school children may never learn to read and write.
This means that they might not get a good job or any job at all
At school children can learn about lots of different things like maths,
science, famous people and different countries. At school you can also play
sport and go on excursions to visit interesting places.
That’s why children should go to school.
Adopted from Knapp and Watkins, 2005
7. The modal verb which indicates ability is found in ...

A. Paragraph one and two D. Paragraph three and four
B. Paragraph one and three E. Paragraph two and three
C. Paragraph two and four
8. The followings are the function of modal verbs which is found in the text
except ...
A. Expressing possibility D. Expressing ability
B. Expressing invitation E. Expressing necessity
C. Expressing suggestion
9. The modal verb of “can” can be used to express ...

A. Ability, offer, invitation, possibility, necessity
B. Ability, offer, invitation, possibility, prohibition
C. Ability, offer, invitation, possibility, acceptance
D. Ability, offer, invitation, possibility, refusal
E. Ability, offer, invitation, possibility, suggestion
F. Rangkuman
Sesuai maknanya functional language adalah kemampuan memahami bahasa
sesuai dengan fungsinya. Functional language dalam pemakaiannya
disesuaikan dengan fungsinya seperti, “If I were you…” atau “my suggestion
is…” digunakan dalam giving advice (memberi nasehat) dan “it was my fault”
atau “please forgive me” digunakan dalam apologizing (permintaan maaf).
Beberapa fungsi komunikasi dalam functional language tersebut antara lain

sebagai berikut:

a. Expressing request, permission, and offer (permohonan, izin, dan
penawaran)
b. Expressing sympathy (rasa ikut bersedih)
c. Expressing prohibition (larangan)
d. Expressing invitation(mengundang), accepting (menerima) dan
declining (menolak)
e. Expressing suggestion/recommendation/advice
f. Expressing frustration or annoyance
g. Expressing unfulfilled or unrealized actions or events
G. Umpan Balik dan Tindak Lanjut

Cocokkan jawaban di atas dengan kunci jawaban yang ada di bagian akhir
modul ini. Ukurlah tingkat penguasaan materi kegiatan belajar 1 dengan
rumus sebagai berikut :
Tingkat penguasaan latihan 1 = (Jumlah jawaban benar : 6 ) x 100 %
Tingkat penguasaan latihan 2 = (Jumlah jawaban benar : 10) x 100 %
Tingkat penguasaan latihan 3 = (Jumlah jawaban benar : 7) x 100 %
Arti tingkat penguasaan yang diperoleh adalah :

Baik sekali = 90 – 100 %
Baik = 80 – 89 %
Cukup = 70 – 79 %
Kurang = 0 – 69 %
Bila tingkat penguasan mencapai 80 % ke atas, silakan melanjutkan ke

Kegiatan Belajar 2. Bagus. Namun bila tingkat penguasaan masih di bawah
80 % harus mengulangi Kegiatan Belajar 1 terutama pada bagian yang belum
dikuasai.
H. Kunci Jawaban
Exercise 1
1. Giving advice
2. Asking and giving opinion

3. Showing care
4. Showing compliment
5. Congratulating
Dialogue 1
a. offering something
b. ought to
Dialogue 2
c. Showing inability, showing care
d. Can, can’t, must
Exercise 2
1. A
2. B
3. D
4. C
5. E
6. D
7. C
8. B
9. B
10. C

PENUTUP
Anda telah berhasil menyelesaikan tugas membaca dan memahami materi yang
disajikan di modul kelompok kompetensi G Bahasa Inggris SMP ini.
Pengetahuan, keterampilan yang didapat hendaknya bisa dipraktikkan dalam
menunaikan tugas melaksanakan pembelajaran sehari-hari. Di atas langit masih
ada langit adalah ungkapan yang tepat agar kita tidak mudah puas akan sebuah
prestasi. Selalu meningkatkan kualitas diri adalah hal bijaksana agar kita bisa
terus untuk memberikan karya prestasi yang maksimal.

DAFTAR PUSTAKA
A. J. Thomson &A. V. Martinet. 1986.A Practical English Grammar, 4th edition

Oxford University Press.
Abdulrahman, Sarah Aububaker. 2014. EFL Students Errors in Differentiating

Between Adjectives and Nouns in Usage. Paper. Terdapat dalam
www.repository.sustech.edu
Adlan Ali & Tanzili, 2006.Pedoman Lengkap Menulis Surat. Kawan Pustaka
Jakarta
Agustien, H.I.R. 2004. Landasan Filosofis Teoritis Pendidikan Bahasa Inggris.

Jakarta: Dirjend Dikdasmen Depdiknas.
Anna Claybourne, Introdution to genes 7 DNA, London, Us borne Publishing Ltd,

2003
Anne Seaton,Y. H. Mew, 2007. Basic English Grammar, Saddleback Educational

Publishing
Aries, E.F & Haryono, A.D. 2012. Penelitian Tindakan Kelas: Teori dan
Aplikasinya. Malang: Aditya Media Publishing.
Azar, Betty Schrampfer, 2004. Understanding and Using English Grammar,

Longman Publishing Group.
Bond, Alan, 2005.300+ Successful Business Letters for All Occasions, USA.
Boon, R. 2005. Remdiation of Reading, Spelling, and Comprehension. Sydney:

Harris Park
Brown, H.D. 2004. Language Assessment: Principles and Classroom Practices.

New York: Pearson Education Inc.
Cruickshank, D.R. 1987. Reflective Teaching: The Preparation of Students of

Teaching. United States of Amerika: Association of Teacher Educators.
Djuhari, Otong Setiawan. Communicative and interactive English for the second
grade of Junior High School. Kelas VIII
Doddy, Ahmad. 2008. Developing English Competencies for Senior High School
(SMA/MA) Grade XII of Natural and Social Science Programes: Pusat
Perbukuan Departemen Pendidikan Nasional

Emilia, Emi. 2011. Pendekatan Genre Based Dalam Pengajaran Bahasa Inggris:
Petunjuk untuk Guru. Bandung: Rizqi press.
Fathur Rohim, 2011, Critical Thinking. Ministry of National Education Center for
Development and Empowerment of Language Teachers and Educational
Personnel.
Favorite Stories from Hongkong, 2000
Finoza, L. 1991. Aneka Surat Sekretaris dan Surat Bisnis Indonesia. Jakarta
Good, C. Edward, A Grammar Book for You and I- Oops, Me!: All the Grammar
You Need to, Capital Book Inc.
Halliday, M.A.K. 1985a/1994. An Introduction to Functional Grammar.

London:Edward Arnold.
Hopkins, D. 1993. A Teacher Guide to Classroom Research. Philadelpia: Open

University Press.
Jason Alter, M.A. Primary English Skills.Bina rupa aksara.1991
Kemmis, S.& McTaggart, R. 1997. The Action Research Planner. Geelong:

Deakin University.
Klobuchar, Lisa, et.al. 2010. Daily Reading Comprehension Grade 4: Evan

Moore Educational Publishers
Knowles, J.G dan Coe. A.L., 1994. Teacher Educators Reflecting on Writing in
Practice dalam Russell, T. dan Korthagen, F (Ed.) Teachers who Teach
Teacher: Reflections on Teacher Education (71-94). Ontario: Routledge.
Kunandar. 2013. Langkah Mudah Penelitian Tindakan Kelas sebagai

Pengembangan Profesi Guru. Jakarta: PT RajaGrafindo Persada.
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Introductory Workbook: Antipodean Educational Enterprises.
Marjo. 2000. Surat-surat Lengkap (complete letters). Jakarta: Setia Kawan,
Mullis, 1983; Gardner, 1983; Action for Excellence, 1983.
Nur Zaida. Bupena. Buku Penilaian Autentic. English SMP. Penerbit

Erlangga.2015
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English Language Learning: Practical Approaches for Teachers.New
York: Addison-Wesley Publishing, 1996

Oshima, A. Hogue A. 1997. Introduction to Academic Writing, Second Edition
(The Longman Academic Writing Series).Addison Wesley Publishing
Company
Osterman, K.F. & Kottkamp, R.B. 2004. Reflective Practice for Educators:
Improvin Schooling Through Profesional Development. California: Corwin
Press, Inc.
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Jogjakarta.
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Penerbit Grasindo.
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Efektif. PT. Tanga Pustaka Jakarta.
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DAFTAR REFERENSI ONLINE
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ciri-ciri
http://e-englishlab.blogspot.co.id/2011/01/short-functional-text-notices.html
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modal.html
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57/ielts/20-2015-03-08-07-24-12/64-letter-writing
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Bahasa Inggris SMP KK G Bag 1 Discussion-Texts

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Bahasa Inggris SMP KK G Bag 1 Discussion-Texts

Diunggah oleh

Hak Cipta:

Format Tersedia

GURU PEMBELAJAR

Profesional :Learning Discussion Texts

Penulis: Fathur Rohim Dkk

Direktorat Jenderal Guru dan Tenaga Kependidikan

1. Prof. Emi Emilia

Hak Cipta Dilindungi Undang-Undang

Sumarna Surapranata, Ph.D.

Saya menyampaikan ucapan terima kasih dan penghargaan yang tinggikepada

Kepala PPPPTK Bahasa,

Dr. Luizah F. Saidi, M.Pd.

Direktorat Jenderal Guru dan Tenaga Kependidikan

E. Cara Penggunaan Modul 2

B. Indikator Pencapaian Kompetensi 4

E. Latihan / Kasus/ Tugas 11

G. Umpan Balik dan Tindak Lanjut 19

E. Latihan / Kasus/ Tugas 25

G. Umpan Balik dan Tindak Lanjut 34

B. Indikator Pencapaian Kompetensi 35

E. Latihan / Kasus/ Tugas 42

G. Umpan Balik dan Tindak Lanjut 49

Language Expression and Modality

B. Indikator Pencapaian Kompetensi 50

E. Latihan / Kasus/ Tugas 60

Pengembangan Keprofesian Berkelanjutan (Continuing Professional

PPPPTK Bahasa sebagai lembaga pengembangan dan pemberdayaan

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 1

E. Cara menggunakan modul

2 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 3

B. Indikator Pencapaian Kompetensi

2. Generic Structure of Discussion

4 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G

3. Language Features of Discussion

4. Contoh teks Discussion

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 5

passive voice Nuclear power is generated by using uranium which is

Some military ships and submarines have nuclear

It produces huge amounts of energy from small amount

On the other hand, nuclear power is very, very

Examples of discussion texts include:

6 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 7

Generic Structure Aktifitas Pembelajaran

Issue Two students were discussing the

Supporting Point One of them showed her annoyance. She

Contrasting Point Contrary to the girl's opinion, the other

Contrasting Point The first student gave the reasons that

Conclusion He was sure that the students would wear

2. Analisislah bacaan di atas. Carilah kata/frasa/kalimat yang menunjukkan:

8 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G

Cara Mengajarkan teks

Pendekatan Saintifik Kegiatan Belajar

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 9

1. Where are beggars mostly found?

2. Why do some people disagree to help beggars?

10 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G

Due to the controversies, many shops have stopped selling them.

Adopted from: Anna Claybourne, Introdution to genes 7 DNA, London, Us borne

4. Why do people protest against DM foods?

5. What is the main idea of paragraph three?

6. “....while they are growing”. ( Paragraph 2)

12 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G

8. Paragraph two tells us about …